Understanding Speech-Language Pathologists' Misconceptions About Multi-Tiered System of Supports: Initial Exploration...

Area of Science:

• Speech and Language Pathology
• Educational Psychology
• School-Based Interventions

Background:

• Multi-tiered system of supports (MTSS) is widely supported in professional literature for school-based speech and language services.
• Many speech-language pathologists (SLPs) face challenges in fully implementing the MTSS framework.
• A gap exists between MTSS research/policy and current SLP practice.

Purpose of the Study:

• To identify potential misconceptions that speech-language pathologists (SLPs) hold regarding multi-tiered system of supports (MTSS).
• To explore the prevalence and influencing factors of these misconceptions among school-based SLPs.
• To propose next steps for supporting accurate beliefs and facilitating SLP participation in MTSS.

Main Methods:

• Authors identified 12 potential misconceptions about MTSS relevant to SLPs.
• Nineteen school-based SLPs participated in focus groups (3-4 SLPs each) in US public schools.
• Participants rated agreement with misconceptions and provided qualitative explanations during 75-minute sessions.

Main Results:

• Focus groups generated quantitative and qualitative data on SLPs' perspectives of MTSS.
• Insights were gained into which misconceptions are prevalent and influential in SLPs' understanding and application of MTSS.
• Data revealed how SLPs frame, approach, and reflect on MTSS implementation.

Conclusions:

• Despite SLP roles supporting MTSS engagement, a gap between research, policy, and practice persists.
• Addressing SLP misconceptions about MTSS is crucial for effective implementation.
• Improved understanding and support for SLPs in MTSS will enhance service quality for all students.